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Teacher Interview

Name of Interviewer: Sandra Garofano

Name of participating school: Lowell Community Charter

Name of Participating Teacher:  Marie B.        Date : 1/9/15

Response to this interview (please check one)

___ Classroom (face to face) _x_Phone   ___Skype

___ Facetime                                          __X_ Email ___ USP

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Directions, please answer the questions in the most brief and accurate manner.

1. What is your understanding of the benefits of using technology in your classroom setting?

In early education, it is hard to say the benefit because they are just beginning their technological journey. And so are we, as teachers in the field for many years.  Children are coming into school with previous experience in technology such as knowing how to use a cell phone, ipad or tablet although they can use their fingers to maneuver the cursor icon and make it go to the place they want it to go, children in my age group do not know how to use the keyboard, for the most part.  By using the keyboard children  learning letter and numeral recognition.   I have children that struggle to stay on task but put them in front of a computer and they can complete and extend tasks.

We have used the computer to look up information to parts of lessons as a large group and as small groups.  In one lesson unit we were  learning about hot air balloons and the children wanted to see a real one, so I got online and connected to a video resource and children got to see a hot air balloon ride in action. So, technology can be used as a resource to extend and enhance a lesson.  

2. What is your concern(s) (if any) of using technology in your classroom?  

In my classroom  we used the standard computer software programs.  It is safe, so we do not have to worry about what students are going to encounter it is all controlled.  but, we just got new equipment that allows for more exploration to certain websites, but it’s  still controlled.   

3. What types of technology do you feel is beneficial to your classroom age group?

  I have a mixed age group of 3-6 year olds. There are many differences but many sameness. Children are learning a different levels and with technology the teacher can challenge learners to get them in a higher order of thinking and also support the children that struggle in their learning.  

We use the whiteboard for large group learning and practicing skills,and we have two computer stations within the classroom that can be used for up to four children. We also have two Leap Pads from Leapfrog that children can use interactively or on their own to support pre reading skills and more.

We recently obtained two ipads for the classroom and two ipods that children can use for music library, games and interactive reinforcements to help children achieve.  Some of the websites I use and like are abcmouse, starfall, that is a great resource for phonics.  

4. How does technology use address all learners in your classroom? I use a variety of software and some online programs. I have students of various language capacity such as spanish speaking, cambodian, portuguese, and others. So a program of supports like , http://essentialskill.net/products/kindergartenell, and www.orchardsoftware.com ,where children can listen to stories, and interactively respond but is focused on spacific areas of achievement.  Also, the school has programs we use for support.

5. How do you rate your school’s technological support for teaching staff?  (On a scale from 1, poor, 2 fair, 3 could use improvement, 4 very good, 5 supportive and knowledgable)

1        Poor	2             Fair	3 Could use Improvements	4 Very good	5 Supportive and Knowledgable
		For the most part , we could always use improvements.  Just like I am a teacher but if i do not continue to educate myself on the upcoming data/statistics, and gain training and education...well, then, shame on me for not making myself aware.

         In the boxes provided, give a brief elaboration.

6.  What do you see as way of a challenge for students of the 21st century?

   Challenges change almost on a daily basis! As does, our 21st century learners.   However, students in middle to High school years seem  to have it most difficult.  They are up against the social media that is changing on an almost daily basis. Along with that, school  work  sites are constantly moving to new levels (to test one’s social and technological abilities? )  Care must be taken on all levels to promote a healthy, rhythmic transition that allows for continued evolvement.  

But, I think a challenge is within the teachers themselves.  Some teachers can embrace the use of technology but others can’t or don’t know how to.  I know, sometimes I struggle!

7. Is there anything you want to change in the current school system in way of technology use?

There is plenty to change or needs to be changed within the whole system!  However, technology use is still developing and we are learning as we go along.  I am not an expert on technology and for the most part I am learning with my group of children, sometimes they are instructing me!  

8. You are an early educator?   Why are you interested in the later school learners?

Because learning, it all begins here! In preschool and kindergarten!!... but it seems we have lost what and how students learn that is most productive to them when they get to older grades children stop exploring, maybe because we teach that way?  More emphasis should be on keeping the students engaged.  yes, technology helps.

In the discussions and  a brief observation  I got a sense that this classroom was involved in technological  advances  at their own pace and as a group.  Some of the children used the standard computer software programs that were based on thematic unit already in process for a concentration on Language arts and math.  Then there was the individual iPad used when a music lesson was in session and the teacher Ms.Marie B. used a site on the ipad  to teach a song related to their thematic unit.  Two children used a program for guitar along with a real child’s folk guitar (for play) . In the reading area one child used headphones to read (listen)quietly to  himself, Ms.Marie B.  stated that he is “catching up” on phonics skill.

I believe that in this classroom children were able to explore  individual interests in technology and instructed  use of technology. There was also interactive play and choices for all children. And most of all they were having fun.  

Lesson Plan- Sandra Garofano Make and Fly a Kite Grades K-2

Big Idea:  To understand that there are forces that affect flight:  Drag, thrust, lift, gravity.  Object only fly when the upward force of air (Lift) is greater than the downward force (gravity).  Moving air is called wind. *This is a part of a larger unit that student will explore lasting a week to several weeks.  Essential questions:  1. What is needed for a Kite to fly well?  2. What other forces affect its flight?  (Gravity pulls it down; drag pulls it back; thrust make it go forward; and lift keeps it in the air) 3. What are the advantages/disadvantages to the different types of paper? (heavier paper may weigh it down, it may not rip as easily)

Title:      Make and Fly A Kite
GSE’s/GLE’s/Frameworks	SPS1– Scientific Inquiry and Critical Thinking Skills (INQ) MAKING OBSERVATIONS AND ASKING QUESTIONS S:SPS1:2:1.4  Ask questions that lead to exploration and investigation as a result of working with materials. DESIGNING SCIENTIFIC INVESTIGATIONS S:SPS1:2:2.1  Select tools and procedures, in a purposeful way, to explore objects and materials S:SPS1:2:2.2 Suggest a plan and describe a sequence of events for conducting an exploration. S:SPS1:2:2.3 Predict how changing one part of an exploration will affect the outcome materials and objects. COLLABORATION IN SCIENTIFIC ENDEAVORS S:SPS3:2:1.1 Work with a partner to accomplish a specific task. S:SPS3:2:1.2 Take turns. S:SPS3:2:1.3 Ask questions of others about their work. COMMUNICATION SKILLS PS3: - The motion of an object is affected by force. 1. Forces        2. Describes and demonstrate that things close to the earth drop to    the ground unless something supports them.  2. Motion: 1.       Describe the many different ways things can move, such as in a straight line, zigzag, circular motion, back and forth, and fast and slow. 2.     Describe and demonstrate how the position and motion of              an object can be changed by applying force, such as pushing and pulling, and explain that the greater the force, the greater the change. M:G&M:K:1, M:G&M:1:1, M:G&M:2:1  Uses properties, attributes, composition, or decomposition to sort or classify polygons (triangles, squares, rectangles, rhombi, trapezoids, and hexagons) or objects by using one non-measurable or measurable attribute; and recognizes, names, and builds polygons and circles in the environment
Objective	Students will work in groups of 4. Students will discuss, research, design, and then construct a kite using various materials provided.  Students be able to name their Kite, and describe why they chose the materials.  Students will be able to discuss and predict how long their kite will stay in the air.   One students will demonstrate their kite flying, another will take a video, another will take pictures, and one will be time keeper and the teacher records time.  Students will compare and explain why kites flew and why not, what forces had an effect.     Students be able to document and rate materials used.
Materials	Computers, Ipad (for research) Variety types of paper for the Kite body (newspaper, tissue paper, wax paper, bulletin board paper, foil) wooden sticks (for frame, foundation) Crape paper, rope (thin, braided), cloth strips, yarn(for tails) String (thin, thick) to attach to the kite, paperclips, flower wire, tape(scotch, masking tape) to attach the holding string to the string on the body of the kite.  A hole puncher, ruler, scissors.
Anticipatory set	Teacher and students create a list of questions on a chart.  1. What we know about kites?  2. What do we want to know?  3. What have we learned about kites?   The first two are discussed and a list is made.  The last question will be revisited after the assignment.  Teacher shares a video of Kite making and flying on www.pbs.org/dragonflytv/show/kites.html Teacher and students discuss what they saw on the video, what type of kite design did they use in the video and why? How did the shape affect the performance of the kite flying? What was used that you did know about?
Procedures	Teacher assigns a color to each child, when finish teacher calls children of each color to form groups.  Teacher informs students of directions:  1. Each group is to research a kite design using computer or iPad  2. Gather materials (provided)  3. Construct the chosen Kite design: using materials, students will, trace and cut their design. Measure, cut and attach tail in what material they have chosen, attach the string to the body of the kite. Upon completion each group will discuss how they researched, why they chose their design, predict how long their kite will fly. Teacher and groups will go outdoors to “test” the kites (weather permitting) The teacher has one group go at a time.  1. Student is the “flyer” 1 student video tapes event, 1 student takes pictures, 1 student is the time keeper and teacher records the time on iPad.  Teacher will ask questions while the kite flying is in process (as part of the assessment ). 1. What happens when the kite was pulled? 2. How did thrusting affect the kite? 3. What gave the kite the "Lift" 4. What make the kite fall to the ground?
Closure	Students will discuss their kite performance and complete the last question on the list.   As a group students will reflect through discussion and in their online journals, create a kite information page to document their understanding that object fly when the upward force (Lift) is greater than the downward force (gravity).  Wind is a force that keeps things in the air.  Students will be able to understand that thrusts and drag affect flight.
Assessments	Teacher will observe each group to see if they are actively involved and attentive in the task.  Through questioning each group the teacher will observe deeper understanding from students. Student work will be documented through, video, pictures, deeper understanding will be observed through student journal writing and discussions.
Modifications/Accommodations	Fly the kites another day to compare the results. Adjust kite design and test Discuss how different types of weather would affect kite flying such as a hot and steamy day, rainy, snowy day.  Students can make individual kites Use Kite making online games: http://www.primarygames.com/arcake/skill/kiteflying Online kite design: http://www.9kites.com/index.html Teacher choose design templates ahead of time, have groups choose to allow more time for construct. Teacher create step by step Rubric for students to follow Pictures of various Kite styles and parts of kites Sample of real kite (see picture), for student to explore before building their own.
Resources	http://lessonplanspage.com/scienceletsgoflyakiteforcesk2-htm/ http://kiteplans.org/index.html http://nickjr.com/kids-games/kite-buildingadventure.html http://pgskids.org/dragonflytv/show/kite.html

Digital footprint -Sandi G.

Gowing Up Online Video response- Sandi Garofano

Sandi Garofano

#5.  Do parents have any today have any idea of what their kids are doing online? Whose job is it to teach safety?  Parents/School/Government/Community?

Frontline “Growing Up Online”  www.pbs.org/wgbh/pages/frontline/kidsonline/view

Digital Nation- Follow up, www.pbs.org/wgbh/pages/frontline/digitalnation/view

After viewing the video “Growing Up online”, I thought about my years as a teen and the exposures to various things that I did as a teen that parents may have considered dangerous or irresponsible.  But we as teens thought them as ways of expressing ourselves, gaining our autonomy from authority figures, making decisions for ourselves whether right or wrong it was how we learned about our world. 

Although thinking back, my world was much smaller than it is now.  I had my immediate community, few close friends, hung out at one another’s homes, or the only city park, and neighbors that kept an eye on you and told your parents anything you did wrong. But now, in the 21^st century our world has grown far past our own backyards and seemingly safe communities. We have grown distant within our own communities yet, we are interconnected in a broader sense through digital media at any time of the day or night. 

The video brings up some real concerns, children are able to expose themselves in any way they want and most parents do not even know what children are doing online.  The digital age has given children a way to become whatever they want including creating a pseudo-persona that could allow a teen such as the girl Tiffany, age 14 to create a world that she could fit in, right in her own bedroom, to express herself in and be accepted in when otherwise in her true daily life, she did not fit into and felt that she didn’t belong. Her parents did not have a clue.

  The online world is also a constant so as not to have reprieve from the evilness of others that can torment a child through cyberbullying which it expressed in the video, has led to children taking their own lives because they could not get away from the bullying or to predators.     

  The real concern is there seems to be no way to monitor and control what children are doing online. Or is there?  As a parent of now grown sons, I made it my concern to know what my sons were up to and involved in. They learned the difference of right and wrong behaviors early on. What was socially accepted behaviors and not.  They also had to learn consequences for their behaviors.  It was my job as a parent to give them the tools early on and continue the hard and seemingly endless fight to follow through with conviction so my sons would become good citizens in the future.   I believe that all children will test the limits, and explore risky behaviors, it’s the course of nature. 

 I see children that have too much freedom and lack responsibility for their behaviors.  What I see and experienced, is that parents need to be involved on various levels with their children especially in the teen years.  Too many parents are unaware for many reasons, parents are busy themselves perhaps with their jobs, high stress life, lack parental control, lack patience and follow through.

 In the video the mom of the Skinner family was very involved by trying to control where her children used the computer, serving on the parent board and even bringing awareness to together parents of an event that caused her son to become angry at her for “ruining “ his school social life.  But, she as parent understood that it is her responsibility as a parent to teach, guide, and protect her children and others.   

 Growing up online is a great opportunity for our children and yet a dangerous one.  Children are joining social media at a younger age and are smarter than most adults because they have been immerged in various media and can be taught proper online safety and edict from their parents and in school.  Schools can monitor its programs by educating the teachers and students and placing monitor system to base where students are going on the internet. This is especially needed for the middle school age because they are still developing social skills and should be monitored more closely. In High school level, should be some monitoring to make sure students are using approved sites.    But ultimately, parents should be the monitors of their children’s online activity and social media and keep a constant presence and communication with their children and their schools.

Vision of Technology Intergration

Vision of Technology Integration- Sandi Garofano

                I remember when I was in fourth grade, our teacher asked us to write about and draw how we envision out future with technology.  I, much like many of my peers, wrote about living much like a popular cartoon at the time called “The Jetson’s.” I wrote about my home built high off the ground sphere like in formation, flying cars, and moving walkways to take me to school; another sphere shaped building set up with rows of desks but our teacher was a robot and she stood in front of a large TV screen that fed us lessons each time she pressed a button on her chest.  Our desks were high tech with buttons to push to answer tests.  We still had homework and books, we were “fed” information through lectures and watching the big TV screen. We still took tests to prove our understanding, and the classroom environment was the same. 

Now, forty six years later here I am asked almost the same question.  What I see and understand is there is an infinite vision that knows no bounds. The world has progressed into a global community.  Even the structure of our education system is moving beyond the traditional pedagogy of lectures and direct instruction to interactive and collaboration.     

 Thomas Friedman, a New York Times columnist explains in a you tube presentation at Yale University in what he calls the “Flat world theory”,  www.youtube.com/watch?v=53vLQnuV9FY, 

where he details the phenomenon of the leveling of global economics.  Freidman explains there are three eras of globalization he catoragized as the thread of globalization:

1.0:   From 1492-1800’s, that shrunk the world from large to medium with the dynamic agent being the countries globalizing

2.0:  From the 1800’s -2000, that shrunk the world from medium to small with the  dynamic agent being companies globalizing

3.0:  From 2000- to the present, that is shrinking the world from small to tiny with the dynamic agent being the individual and small groups.

Why is this important and what does this have to do with the vision of technology integration in the classroom?

 In short, with the introduction to the the Dot Com, internet and fiber optics era, our communication and interaction in the world has taken on infinite possibilities. Also, with billions of people connecting and competing in Friedman’s “flat world theory” the playing field has grown. Leaving America, as proclaimed in Friedman’s presentation, as not ready.  With new global order it puts creative, entrepreneurial individuals in the driver’s seat and possesses new challenges and opportunities and our students need to be prepared. 

In my view, I see that the student is already equipped with beginning tools to compete in the ever flattening world due to their pre exposure to the internet, and many devices that their parents are already buying and exposing their children to and can probably teach the teachers how to use these devices.  But, many teachers are afraid to use computers and the internet because they are still learning themselves.  In an ideal classroom teachers should have an open mind while providing an interactive and student-teacher, peer to peer, and global collaboration to learning.

A draw back to experiencing an ideal classroom technology experience is that many of the educational institutions are still teaching in as if we were in the industrial era.  The educational institution was designed to get students ready for the workforce, however the workforce has quickly changed since the computer age and the work force is demanding high-level thinkers, problem solvers, creativity, and ability to collaborate.                 

 Don Tapscott author of “Grown up Digital” elaborated in an interview with Alistair Craven, stating that in today’s working world collaboration is important because work is more cognitively complex, dependent on team-based collaboration, social skills and time pressure. Thus making work reliant on technological competence and mobility and companies are bridging teams across the world.  (Emerald group publishing p.6)     

 Tapscott also suggests that educational institutions look to change teaching strategy to develop strong world workers such as moving from a teacher-centered model to learner-centered.  Thus centering the learning on the individual and allowing for a more interactive, creating an environment with student to student collaboration, research, discussions. With the goal to teach student to navigate, learn and think and individualize to the learner. (p.4)

I am seeing more and more of the importance of technology integration in all schools and especially in the lower economic educational institutions.  Students will need to have the exposure both at home and in school in order to prepare them for the future complex work force of the present and in the future. I believe that to become a high achieving school and one that can help the individual students reach their full potential to directly compete for global employment more resources need to be invested in providing our education systems and teachers with the trainings, technological tools and ability to be collaborative learners as well as the students. 

I envision all schools beginning from pre-K to establish an environment rich with various technological tools such as individual ipads and laptops, interactive mobile devices and networking capabilities.  Students will work in small groups and individually, create/develop real world solution within content, teachers will be active learners and collaborators and guide the students.  Students will research in real time, connect with others from various parts of the world, share learning experiences, exchange ideas, and continue to build their knowledge.  Most importantly the students will become invested learners because learning is more interactive and they are 

already interested in technology!

Resources:

www.emeraldgrouppublishing.com/learning/.../interviews/.../tapscott_cm.p

www.thenation.com/article/restoring-our-schools

www.youtube.com/watch?v=53vLQnuV9FY

Technology Article review-Sandi Garofano

Technology article Literature review- Sandi Garofano

Society is in a fast track with integrating technology in the classrooms from preschooler through high school andbeyound. Leaders in the education field has determined what and how techloogy is to be used in our classrooms.  And as quickly as technology is implemented, it also as quickly is changing and evolving.  In the not so distant past technology was used as a source to gather supporting information of content for students within the classroom environment.  In a short time technology support grew into an array of devices, and applications on an individual level to an interactive and collaborative level.  In education leadership the importance of various technology is fast becoming the norm with in classrooms.  But what about parents, what are their views of technology in the classrooms?

According to an article by Jeff Dunn, “what parents want from technology in the classroom?” From www.eduemic.com, he emphasizes that parents are on board with using technology in the classroom and in fact parents have or will purchase many of the devices being used currently in the classrooms.  Parents also see a learning value to using technology; Mobil technology in the classrooms because it is reported that mobile applications promote teaching and learning math, science, reading and enhance children’s curiosity and creativity. In the middle to high school years parent note of the value benefit closely relate to the above stated and to learning languages, current events and social and digital responsibilities. 

Some concerns continue to be forward such as parents want children to use technology in a controlled environment and have teachers guide their learning a use of technology in the classroom.  Not surprising parents of younger learners in preschool level are more enthusiastic for the use of technology in the classroom but parents of middle school and high school level had concerns of using mobile media due to global interaction.  Even with the concern globally, 25% of all students between middle and high school use mobile devices such as smartphones on a daily basis. 

In an article from Young Children (2012), “Touch Tablet Surprise” a teacher with preconceived ideas and beliefs was reluctant to implement technology into the preschool classroom because she strongly believed that children at this age learn through interactive play and hands-on experience to construct understanding of their world.  She thought that there would be a negative impact on children’s social interactions if she used technology in the classroom. Cautiously, she introduced the children in her classroom the tablet and was surprised of her findings.

                High-lighted findings:

                >Children actually increased social skills

                > It enhanced collaboration with all children

             > Some children became more entranced to use technology

> Other children continued with their natural exploration of the classroom using their hands-on     experiences.

>The tablet became part of the routine learning environment.

In yet another article by Leah Levy, “Teacher’s guide to Digital Storytelling” posted by www.eduemic.com , She notes that another learning advantage to using technology and specifically, digital technology in the classroom setting is digital storytelling.  Moving beyond the preschool to elementary technology in the classroom. Teaching certain concepts can be a difficult task as such as critical thinking and writing.   With digital storytelling students can learn how to brainstorm, narrate, construct unique voices and arguments in a logical manner and in a collaborative environment using tools that students at this age level already have an interest in and promotes students to reach their own creativity using apps that help students explore interactively, edit, and create expression all their own.  While learning essential skills to support technological learning.

Resources:

www.eduemic.com/what-parents-want-from-technology-in-the-classroom

www.eduemic.com/guide-digital-strorytelling/

www.naeyc.org/yc/permissons/